"This book shows how media literacy can improve the health of communication ecosystems amid information disorder. It makes the case for media literacy as a human right and a foundation for civic resilience and curates research and best practices to show how media literacy can counter misinformation,
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support public health, and prepare society for challenges like pandemics and AI. The book is structured around a theory of change with four interconnected media literacy domains: Access (how and where we engage with media), Awareness (critical understanding of media), Capability (life skills for education, employment, civic and digital participation), and Consequences (taking actions with media literacy that improve communication ecosystems for everybody). It includes six chapters and an introduction, presenting a comprehensive field review which maps 400 projects from all over the world to the theory of change, concluding with a forward-looking chapter on the possible healthier future. Ideal for educators, academics and researchers, librarians, activists, journalists, policymakers, and health professionals, this book offers a timely, actionable vision for strengthening media literacy and building more resilient, informed communities." (Publisher description)
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"Kosovo enjoys a relatively good legal framework when it comes to the protection of freedom of expression and freedom of the media. Laws concerning protection of journalism sources, protection of whistleblowers, and access to public information appear to be in line with European standards. The overa
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ll number of journalists has been increasing over the past decade. Their salaries have also improved compared to previous years, although the inflation rate has also significantly increased. The number of journalists is related to the increasing number of new media. Online news media have replaced print newspapers completely. Three different universities produce graduates in the field of media and communication studies. The public university alone has 250 students in the Department of Journalism.
One area that needs significant improvement, though, is enhancing media literacy skills. Kosovo currently stands at the bottom of the table for the Media Literacy Index score. The quality of education can contribute to the ability of young generations to critically engage with the media. The future of media and democracy in Kosovo depends on other factors, too. Significant improvements in the rule of law and fight against corruption are needed to ensure better prospects for the future of media and journalism in Kosovo." (Conclusions)
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"The textbook applies media literacy principles and critical thinking to the key issues facing young adults today, from analyzing and creating media messages to verifying information and understanding online privacy. rough discussion prompts, writing exercises, key terms, and links, readers are pro
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vided with a framework from which to critically consume and create media in their everyday lives. is new edition includes updates covering privacy aspects of AI, VR and the metaverse, and a new chapter on digital audiences, gaming, and the creative and often unpaid labor of social media and in uencers. Chapters examine news literacy, online activism, digital inequality, social media and identity, and global media corporations, giving readers a nuanced understanding of the key concepts at the core of media literacy. Concise, creative, and curated, this book highlights the cultural, political, and economic dynamics of media in contemporary society, and how consumers can mindfully navigate their daily media use." (Publisher description)
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"Este documento presenta el Mapeo de iniciativas de Alfabetización Mediática e Informacional en Iberoamérica, realizado a lo largo de 2023, a partir de un cuestionario dirigido a los miembros de la Plataforma de Reguladores del sector Audiovisual de Iberoamérica (PRAI), a los medios audiovisuale
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s de servicio público, así como a diversos organismos públicos y organizaciones civiles relevantes en el ámbito de la Alfabetización Mediática e Informacional (AMI) en la región iberoamericana. El objetivo del mapeo es agrupar las prácticas recientes implementadas por todos los organismos encuestados en sus áreas de competencia, para sistematizar sus experiencias y resultados y poder darlos a conocer a fin de sensibilizar a los públicos objetivos sobre el papel desempeñado en la promoción de la AMI. El presente documento integra la presentación del proyecto, así como sus principales hallazgos y recomendaciones para la promoción y difusión de la AMI en la región. Lo acompañan dos anexos que detallan las 52 iniciativas identificadas que configuran el mapeo." (Resumen ejecutivo)
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"Medien – digitale wie traditionelle – spielen eine zentrale Rolle im Leben der Menschen. Sie informieren über das Geschehen weltweit und bieten zudem diverse Kommunikationsmöglichkeiten, beruflich wie privat. Einen großen Teil ihres Alltags bewältigen Menschen digital. So haben sich durch d
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ie fortschreitende Digitalisierung beispielsweise der Schulalltag, die Lehr- sowie Studienjahre und das Berufsleben auf tiefgreifende Weise gewandelt. Um die Flut von Nachrichten und Informationen verarbeiten und nach Relevantem filtern zu können, wird eine fundierte Medienkompetenz benötigt. Durch diese lernen Menschen zu erkennen, welche Informationen wichtig, welche richtig und welche falsch sind und welche Interessen sich hinter ihnen verbergen. Auch für die gesellschaftliche Teilhabe und den Zusammenhalt in der Demokratie ist Medienkompetenz daher ein wichtiger Faktor. Diese Darstellung gibt einen konsistenten Überblick zum Thema Medienkompetenz, beleuchtet dabei die historische Entwicklung und die theoretische Perspektive und blickt auch auf aktuelle Herausforderungen." (www.bpb.de)
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"Las competencias y conocimientos en Alfabetización Mediática e Informacional (AMI) sirven para enfrentar fenómenos como la desinformación, la discriminación, el discurso de odio y el ciberacoso. La AMI se puede transmitir de diversos modos: se puede aprender con materiales lúdicos en la escue
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la como parte del currículo escolar oficial; puede ser parte de la oferta mediática a través de videos, podcasts, plataformas digitales; o, incluso, puede ser el objeto central de un videojuego en línea que motive a jóvenes a aprender AMI. DW Akademie y sus socios en Centroamérica han desarrollado metodologías para enseñanza de la AMI en todos estos campos, con resultados notables en nuevos conocimientos y actitudes de empoderamiento en audiencias jóvenes. Con el objetivo de atender las necesidades específicas de las y los jóvenes en Centroamérica, esta publicación toma en cuenta los factores demográficos que condicionan su vida diaria para formular propuestas AMI. Los datos principales que permiten extraer dichas conclusiones son los recopilados por tres estudios de nuestros socios en Centroamérica: COMUNICARES en Guatemala; la Universidad Centroamericana José Simeón Cañas y la Escuela de Comunicación Mónica Herrera en El Salvador." (https://akademie.dw.com)
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"Taking stock of media activist initiatives in the Southwest Asia and North Africa (SWANA) region, this article discusses findings from case study research informing the media education platform "diraya.media." Through participatory methodology, the case studies and the bilingual (Arabic/English) we
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bsite aim to analyze and strengthen local media literacy pedagogies by learning with and from media activists in the region. This article reports on six case studies of SWANA-based media activist organizations and pedagogical material for the media literacy classroom. The goal is to reflect and discuss the methodological and theoretical ramifications of Diraya as a pedagogical space for reflection and knowledge exchange between media activists and other learners in the region and beyond. Drawing on the participating activists' experiences, Diraya is embedded in the turn toward radical media education and civic media literacies, contributing to (1) de-Westernizing media literacy education, (2) creating more learning materials based on local activist knowledge as important resources to increase media literacy, and (3) enabling of long-term collaborations by archiving and making public experiences from SWANA-based media activists." (Abstract)
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"This report examines the regional and global state of Media and Information Literacy (MIL), a major theme identified in the Education 2030 Framework for Action. It is divided in three major sections: 1) definition of MIL, 2) good practices (curricula and pedagogy, teacher preparation, assessment) a
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nd 3) examples of collaboration between non-state actors and governments [...] The conclusion points to some recommendations in relation to the identified challenges. It suggests, inter alia: to place MIL in the remit of education systems, by inscribing it in the basic core curriculum, from K1 to K12; to bridge the gap between policy formulation and effective implementation, by making MIL training a compulsory component of teacher certification; to break the glass ceiling of sensible practices, by promoting more coordination among actors in the sector and fostering a global MIL governance." (Abstract)
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"These book’s articles are the result of the First Conference on Digital Literacy, Citizenship and Disinformation in Times of Pandemic, jointly organised by the UNESCO Regional Office in Montevideo, Uruguay, and the Public Defender’s Office of Audience Rights. Five thousand people participated i
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n the event, either following the live streaming or visualising the recordings afterwards [...] The main purpose of the meeting was to bring together researchers, academics, public policy managers, community and private organizations, to share experiences and knowledge on Media and Information Literacy (MIL); to synthesise experiences on MIL development, disinformation and hate speech in pandemics; to systematise the effects of the pandemic on the education system with different actors involved and to prepare proposals for the development of future public policies. Among other results, this meeting led to this book, which we are now pleased to introduce. As a result of this Conference, the Public Defender's Office also carried out a survey with elementary and high school teachers from all over the country, as part of a supporting plan about communication in conventional media and digital platforms. This survey confirmed that a very high proportion of the respondents state they need training on this subject for their work. When confronted with the question “Do you think you need more training in Communication Media and Technologies?” 88.3% of the participants answered affirmatively, and only 11.7% said “no”, according to preliminary results." (Introduction, page 19-20)
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"Para el trabajo en la escuela, la Alfabetización Mediática e Informacional (AMI) propone la incorporación de los medios tradicionales y digitales en el aula, que promuevan la generación de experiencias educativas reflexivas y críticas y la creación de medios, de manera responsable y ética. E
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n tal sentido, este documento diagnóstico presenta el proceso desarrollado en el contexto peruano y los énfasis de trabajo desde el Estado y la sociedad civil para promover la AMI. Asimismo expone las comprensiones e intereses de docentes frente a la propuesta de la AMI en su quehacer educativo. Este diagnóstico muestra la visión de diversos actores educativos que permiten identificar las posibilidades de inclusión de la AMI en la agenda pública educativa peruana; sobre todo para el fortalecimiento de las capacidades de docentes, el desarrollo de una base común teórica y metodológica, una intervención educativa contextualizada y con enfoque intercultural. El presente diagnóstico contiene el planteamiento de la metodología, antecedentes de la AMI, los hallazgos de la investigación, los desafíos planteados desde los actores entrevistados y las conclusiones del diagnóstico. Además se ha incluido una propuesta de agenda pública con temas que posibiliten un debate amplio sobre la pertinencia de la AMI en un mundo mediatizado y globalizado." (Introducción)
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"Combining an innovative mix of traditional chapters, autoethnography, case studies, and dialogue within an intercultural framework, the handbook focuses on the future of media education and provides a deeper understanding of the challenges and affordances of media education as we move forward. Topi
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cs range from fighting disinformation, how vulnerable communities coped with disadvantages using media, transforming educational TV or YouTube to reach larger audiences, supporting students’ wellbeing through various online strategies, examining early childhood, parents, and media mentoring using digital tools, reflecting on educators’ intersectionality on video platforms, youth-produced media to fight injustice, teaching remotely and providing low-tech solutions to address the digital divide, search for solutions collaboratively using social media, and many more." (Publisher description)
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"Cuando se revisa lo que plantea la UNESCO en la Alfabetización Mediática e Informacional (AMI), puede constatarse que no se trata de una propuesta de enseñanza y aprendizaje instrumental referido a la información y a los medios y tecnologías de comunicación: su alcance tiene que ver con compr
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ender y actuar respecto a lo que generan en la sociedad. Esto es, vincular de manera crítica dicha enseñanza y aprendizaje mediático con la realidad circundante. Esta perspectiva se profundiza cuando la AMI se propone fortalecer una convivencia humana solidaria, equitativa y democrática. En otras palabras, el conocer los alcances del manejo de la información y de la comunicación mediática en sus distintas expresiones debe tener un sentido constructivo en favor de toda sociedad. La UNESCO ha publicado el Currículum para Alfabetización Mediática e Informacional para Educadores y Estudiantes (2021), hecho que devela el valor que le brinda a llegar con la AMI a la mayor parte de la población desde la educación básica." (Introducción)
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"The book is organized into four parts. Part I presents the phenomenon of information disorder, as well as explains why the term “fake news” should be replaced with adequate terms, depending on the method and type of manipulation. Also, there are pieces focusing on ChatGPT and the possible impac
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t of Artificial Intelligence in the information environment. Part II breaks down the disinformation that targets the state of Kosovo, meanwhile, in part III, the focus is on the pandemic, the misinformation that accompanied COVID-19 over the years, and the three-step model that helps everyone protect themselves from all types of information disorder. Part IV deals with one of the most comprehensive solutions to the information disorder that of media education, as well as Kosovo's challenges in extending media education in society." (Preface, page 6)
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